The Competencies of Mathematics Teachers in Relation to Grade Six Students’ Mathematics Performance in Public Elementary Schools of the Caloocan North District

Abstract

This study aimed to find out the relationship between the competencies of mathematics teachers and mathematics performance of the grade six students in nineteen selected public elementary schools in Caloocan North District during the school year 2015 -2016. The study employed the descriptive method of research with the use of a standardized questionnaire. The questionnaire, which was a checklist rating scale consisted of four areas. These areas were: (1) Preparation Competencies and Planning the Lesson, (2)Competencies in Carrying out the Lesson, (3) Assessment Competencies, and (4) Personal Competencies. The questionnaire was distributed to and responded by 48 mathematics teachers and principals in the nineteen public elementary schools in North District of Caloocan City. The number of teachers was taken from the total number of mathematics teachers assigned in grade six. The final marks of the Grade Six students in Mathematics were also collected. Frequency counts and percentages were used to answer research problem 2, while the weighted mean was applied to solve the research problem 1. The Pearson r or Product Moment Correlation was used to answer the research problem 3. After all the necessary data of the study were treated, the research yielded the following findings and conclusions:

(1) The level of competencies of the mathematics teachers, as assessed by the principals, was competent in terms of the four areas.

(2) There was a significant relationship existed between the teaching competencies of Mathematics teachers and the mathematics performance of the students.

Furthermore, some recommendations were suggested. First, Mathematics teachers are strongly recommended to be consistent in providing frequent and ongoing feedback that will give the students specific advice on how to improve their performance and that will provide parents feedback about their child’s learning progress and strategies that may be used to assist their child’s improvement. Second, seminar-workshops may be conducted about technological tools and techniques to enrich the creativity and innovativeness of the teachers. Third, the school administrators should continue to collaborate with the teachers to develop a shared understanding of the planning process and the need for students’ data and information that can inform actions taken to improve students’ learning. And lastly, further research needs to be conducted in identifying useful teaching competencies for mathematics teachers.